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Direct linkRoark, Casey L.; Lescht, Erica; Hampton Wray, Amanda; Chandrasekaran, Bharath – Developmental Psychology, 2023
Categories are fundamental to everyday life and the ability to learn new categories is relevant across the lifespan. Categories are ubiquitous across modalities, supporting complex processes such as object recognition and speech perception. Prior work has proposed that different categories may engage learning systems with unique developmental…
Descriptors: Children, Preadolescents, Adults, Learning Modalities
Peer reviewedRose, Susan A.; Wallace, Ina F. – Developmental Psychology, 1985
Full-term and preterm infants who had participated in studies of cross-modal and intramodal transfer at 12 months of age were seen at older ages to assess the predictive validity of these early measures for later cognition. (Author)
Descriptors: Cognitive Measurement, Infants, Learning Modalities, Longitudinal Studies
Peer reviewedBlank, Marion; Rose, Susan A. – Developmental Psychology, 1975
Descriptors: Learning Modalities, Preschool Children, Sensory Training, Testing
Peer reviewedAllen, Terry W.; And Others – Developmental Psychology, 1977
Descriptors: Auditory Perception, Infants, Learning Modalities, Sensory Integration
Bard, Kim A.; Myowa-Yamakoshi, Masako; Tomonaga, Masaki; Tanaka, Masayuki; Costall, Alan; Matsuzawa, Tetsuro – Developmental Psychology, 2005
A comparative developmental framework was used to determine whether mutual gaze is unique to humans and, if not, whether common mechanisms support the development of mutual gaze in chimpanzees and humans. Mother-infant chimpanzees engaged in approximately 17 instances of mutual gaze per hour. Mutual gaze occurred in positive, nonagonistic…
Descriptors: Primatology, Nonverbal Communication, Animal Behavior, Motor Reactions
Peer reviewedWilliams, Tannis MacBeth; Aiken, Leona S. – Developmental Psychology, 1977
Development of the relation between skills of visual and auditory pattern classification was studied at the second grade, sixth grade, and adult age levels using visual and auditory representations of the same abstract information. Results showed evidence of common processing of pattern class structure for the modalities, patterns, prototypes, and…
Descriptors: Adults, Age Differences, Auditory Perception, Classification
Peer reviewedGottfried, Allen W.; And Others – Developmental Psychology, 1978
Infants ranging from 6 to 12 months were randomly assigned to one of three conditions: (1) allowed to look at a specified object, (2) allowed to look at and manipulate it, or (3) allowed to look at the object and to manipulate the transparent box in which it was encased. (JMB)
Descriptors: Infants, Learning Modalities, Memory, Object Manipulation
Peer reviewedTversky, Barbara – Developmental Psychology, 1973
It is evident from this task that preschool children can remember simple pictures as well as their names, that either pictorial or verbal codes can mediate memory of either pictures or words in accordance with task demands, and that same-different judgments tend to be faster to pictures than to words. (Author)
Descriptors: Cognitive Processes, Data Analysis, Learning Modalities, Memory
Peer reviewedCronin, Virginia – Developmental Psychology, 1973
Study shows that there are differences in the information-processing capacities of touch and vision and that these differences are influenced by a variety of factors. (Author)
Descriptors: Discrimination Learning, Kindergarten Children, Learning Modalities, Performance Factors
Peer reviewedAlexander, Richard – Developmental Psychology, 1977
Experiment 1 compared 6- and 8-year-old boys in inter- and intramodal matching of fast or slow spatiotemporal patterns with long or short interpattern intervals. Experiment 2 made the same comparisons for 7- and 9-year-old boys using temporal patterns. (Author/JMB)
Descriptors: Age Differences, Auditory Stimuli, Elementary Education, Elementary School Students
Peer reviewedGross, Thomas F. – Developmental Psychology, 1977
To determine if the modality in which children represent information in memory influences the process by which problems are solved, problem-solving strategy of deaf and hearing 10-year-old children was compared on a concept-discovery task. (JMB)
Descriptors: Cognitive Processes, Comparative Analysis, Deafness, Elementary Education
Peer reviewedKuhlman, Elizabeth S.; Wolking, William D. – Developmental Psychology, 1972
That there are differential rates of development of cross- and within-modal integration is not supported by the present results. (Authors)
Descriptors: Age Differences, Auditory Stimuli, Data Analysis, Elementary School Students
